Presents a problem introducing pupils to the ideas of consecutive and integer while practicing addition. Investigates the overall pattern of results with regard to formulating some general results, considers the algebra of the problem, and suggests proofs of why some numbers can and others cannot be formulated in this way. (ASK)

Using the calculator to do addition and multiplication in base 2 is discussed, with the stress on how to change numbers from one base to another using the calculator. (MNS)

A teacher discusses his attempt to analyze his pupil's difficulties with arithmetic by looking at the component parts of each operation. (MP)

Practice in adding single digits is provided by puzzles called Totalines. The Magic Pentagram and Hexagram and the Distance Chart extend the addition practice. (MNS)

Motivation for practicing basic arithmetic skills is provided by activities based on dart board games. There activities also require participants to devise winning strategies, adding enrichment to the game-type drills. (JP)

This study involved 179 9-year-olds and 352 13-year-olds in New Zealand. Four addition and four subtraction tasks were set to ascertain students' ability to use the number line. Comparison of these data with results from the national assessment in the United States are given. (MNS)

The importance of place value is discussed. Examples illustrating place value in addition and subtraction are given. (MK)

Young children benefit from activities that involve various partitions of numbers, especially the number 10. Presented are two activities that require students partition and recombine numbers to solve problems in a gamelike situations. Examples and worksheets are provided. (MDH)

Provides four pages of practice problems covering the skills of multiplication, addition, and subtraction. Follows the premise that many arithmetic operations be done in working toward a solution. The sheets could be photocopied as worksheets or handouts. (JM)

This is a preliminary report on research into computational errors made by six- and seven-year-olds. (Author/MK)

Investigates English students' strategies for addition and subtraction problems. Suggests some teaching methods for the results. (YP)

Provides domino geometry problems, problems with arithmetic progressions, and magic pentagram sums. (JM)

Reported is a teacher's efforts to introduce mental methods in arithmetic to seven-year-olds over a four-week period. (PK)

Patterns generated by the set of natural or counting numbers are discussed. Included are quartic, odd, square, and triangular numbers. (MK)

Described are the rules and mathematical development of five games for teaching and practicing addition concepts. (PK)